Sex moderates bullying-related cognitive and brain differences, with effects in boys and girls appearing in different regions and tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bullied girls performed worse than non-bullied girls on the processing speed task, while boys performed similarly regardless of bullying status; no bullying-by-sex interaction was significant. → Menken Miriam S. 2023 q3 i? Bullied boys had larger right hippocampal volumes than non-bullied boys, but girls were similar regardless of bullying status; no sex-by-bullying interaction was significant. → Menken Miriam S. 2023 (2)

Evidence¶

Menken Miriam S. 2023¶

Menken Miriam S., Rodriguez Rivera Pedro J., Isaiah Amal, Ernst Thomas, Cloak Christine C., Chang Linda. (2023). Longitudinal alterations in brain morphometry mediated the effects of bullying victimization on cognitive development in preadolescents. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2023.101247

q3 · i? · associational · r2

Sex-stratified LMM contrasts on NIH Toolbox processing speed in the matched ABCD sample. The article reports the group difference only among girls with the printed p-values and a non-significant bullying-by-sex interaction.

"bullied girls performed worse than non-bullied girls on the processing speed task (P = 0.030), but the boys performed similarly regardless of bullying status (P = 0.47). However, no interaction was found between bullying and sex on processing speed (interaction-P = 0.21; Table S6)."

Menken Miriam S. 2023 (2)¶

Menken Miriam S., Rodriguez Rivera Pedro J., Isaiah Amal, Ernst Thomas, Cloak Christine C., Chang Linda. (2023). Longitudinal alterations in brain morphometry mediated the effects of bullying victimization on cognitive development in preadolescents. Developmental Cognitive Neuroscience. https://doi.org/10.1016/j.dcn.2023.101247

q3 · i? · associational · r2

Sex-stratified LMM contrasts on subcortical volumes in the matched ABCD sample. The article reports the hippocampal group difference only among boys with the printed p-values and a non-significant interaction.

"bullied boys had larger right hippocampal volumes than non-bullied boys (P = 0.022), but the girls were similar regardless of bullying status (P = 0.46) (Table S11). However, no sex-specific effects for bullying were observed (interaction-P = 0.85)."

Discussion¶

Related Claims¶

• Boys are more likely than girls to be reported as bullied in preadolescence — related
• Bullied boys show greater behavioral problems than bullied girls in withdrawn/depressed, social, thought, and aggression domains — related
• Bullied girls show lower episodic memory and crystallized composite cognitive scores than non-bullied girls — related
• Bullied preadolescent children have lower cognitive scores than non-bullied peers — related
• Bullied preadolescents show larger cortical volumes in left entorhinal, left superior parietal, and right fusiform regions than matched non-bullied peers
• Girls' social problem-solving scores exceed boys' overall and in the Turkish sample but not in the British sample
• Prosocial behavior, aggression, and peer relationships are stratified along gender, ethnoracial, and socioeconomic lines — related
• Bullied preadolescents score lower than matched non-bullied peers on reading, processing speed, and inhibitory control/attention over two years — related
• Bullied preadolescents show thinner cortices in left-hemisphere temporal, precentral, and right rostral middle frontal regions, and precentral thinning mediates 7% of the bullying effect on inhibitory control/attention — related
• Bullying predicts depressive symptoms two years later for boys but not for girls — related
• The bullying-achievement and mediation associations are moderated by design, assessment method, country, age and bullying type — related
• Bullied preadolescent children show greater behavioral problems across CBCL domains than non-bullied peers — related
• Educational domain, cultural orientation, age, gender, and socioeconomic status are candidate moderators of model effects — a broader claim this one bears on